Planning Pathways for Women from Adult Community Education (ACE) to Vocational Education and Training (VET). Project Report.

Autor/inn/en	McIntyre, John; Kimberley, Helen
Institution	Technology Univ.-Sydney, Broadway (Australia). Research Centre for Vocational Education and Training.
Titel	Planning Pathways for Women from Adult Community Education (ACE) to Vocational Education and Training (VET). Project Report.
Quelle	(1998), (86 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-64632-762-3
Schlagwörter	Adult Education; Articulation (Education); Community Education; Educational Planning; Educational Practices; Educational Research; Foreign Countries; Literature Reviews; Models; National Surveys; Postsecondary Education; State of the Art Reviews; Transfer Students; Vocational Education; Womens Education + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Articulation; Artikulation (Ling); Artikulation; Aussprache; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Bildungsplanung; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Ausland; Analogiemodell; Post-secondary education; Tertiäre Bildung; Entwicklungsstand; Hochschulwechsel; Schulwechsel; Studienortwechsel; Ausbildung; Berufsbildung; 'Women''s education'; Frauenbildung
Abstract	The formal and informal pathways taken by Australian women from nonaccredited adult community education (ACE) to accredited programs of vocational education and training (VET) were examined in a national survey. Data were collected from a review of the literature on ACE, and telephone interviews with providers of ACE and VET (from a sample limited to 50-80) in urban and rural regions within Australia's states and territories. Information from the interviews was systematized into a comprehensive database that was in turn used to produce a print handbook to help providers plan pathways in ACE and VET organizations. The research established that in most states, the basic conditions promoting pathway development are lacking or poorly developed. Resourcing emerged as a key issue. It was recommended that VET competition policy be designed to reward rather than discourage arrangements that facilitate learners' movements from one provider to another or from ACE to VET within providers. Pathway planning was found to be facilitated where it is an integral part of community-based practice. A range of pathway-planning models, including entry point, integrated, provider partnership, community development, and culturally appropriate models, were identified. (The bibliography contains 50 references. Appended are the project interview schedule and a glossary of acronyms.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC